District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials: Student Reference Book
Student Math Journal pp. 32-33
Poster showing expanded notation of a whole number and decimal
Addition Top-It Game
Assessment:
Formative: math journal pp. 32-33
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 86)
2. Math Message and Follow-up TG 86-87)
3. Teach partial sums method for addition
4. Math Journal p. 32 alone. Partners check and discuss.
5.Whole class sharing of p. 32
6. Review algorithm for adding on student reference book p. 88
7. Student math journal p. 33 alone. Partner check and discuss.
8. Whole class sharing of p. 33
9. Play Addition Top-It (Student Reference Book p. 333): Advanced Version for most
Time to Complete:
one class period
Peer Check:
[_N] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : 2.2 (Day 19) Addition of Whole Numbers and Decimals cont.
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials: Student Reference Book
Student Math Journal p. 34
Poster showing expanded notation of a whole numbers and decimals
Place value blocks
Math Masters pp. 36-38
Assessment:
Formative: Masters 36-37
Student Self-Assessment:
Summative: Master 38
Activities (Pedagogy):
1. Building Numbers with Base Ten Blocks (whole class)
2. Modeling with Base-10 Blocks Master 37 with partner
3. Number Hunt 1-5 with partner (Master 36)
4. Number Hunt 6-9 on own. Partner check.
5. Write a story problem requiring the use of addition with partner. Class or small group sharing.
6. Master p. 38 on own.
7. Student Journal p. 34
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
Lesson # 2.3 (Day 20 ):Subtraction of Whole Numbers and Decimals
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials:
Student Reference Book pp. 15-17, 35, 36
Student Journal p. 35
Computation Grid (Math Master 415)
Subtraction Target Practice Game (Student Reference Book p. 331)
Calculators
Assessment:
Formative: Teacher dictated problems done on grid, Student Journal p. 35
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 92)
2. Math Message and Follow-up (TG 92)
3. Review Subtraction Algorithms (Student Reference Book pp. 15-17, 35, 36)
4. Partner practice of trade-first and partial difference method of problems given by teacher. Use grid paper.
5. Student Journal p. 35 alone. Compare with partner.
6. Play Subtraction Target Practice.
Time to Complete:
one class period
Peer Check:
[_N] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary material
copy and paste the information below as needed for next lessons
Lesson 2.3 (Day 21 ) :Subtraction of Whole Numbers and Fractions
cont.
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials:
Student Reference Book pp. 32-34
Base 10 blocks
Grid Paper (Math Master 415)
Student Math Journal p. 36
Math Master 39
Assessment:
Formative: partner think aloud (teacher observation), Math Master 39 (1-6)
Student Self-Assessment:
Summative: Math Master 39 (7-10)
Activities (Pedagogy):
1. Introduce use of place value blocks to show decimals (See Student Reference Book p. 32).
2 Partners work together to model different decimals with place value blocks.
3. Introduce use of place value blocks to model subtraction of decimals. (See Student Reference Book p. 34)
4. Teacher will demonstrate "Think Aloud" to explain use of place value blocks to model subtraction problems.
5. Partners will take turns using "Think Aloud" to explain use of place value blocks to model subtraction problems on board.
8.41-6.21 9.85-5.31 9.03-4.12 7.19-3.26
6. Math Master 39 1-6 with partner
7. Math Master 7-10 on own (Do all four on grid paper.)
8. Math Journal p. 36
Lesson # 2.4 (Day 22 ): Addition and Subtraction Number Stories
District Benchmark(s): IA Core NO E3 Develop the ability to estimate the results of computation with whole numbers, fractions, or decimals and be able to judge reasonableness. Benchmark No 3.4 Determine when to use calculators and other tools.
(This is a review lesson that does not specifically tie in with the above in the TG, so it will be up to the teacher to emphasize the enduring understanding.)
Enduring Understanding: Answers to number stories must be reasonable.
Essential Question(s): How do you know if your answer to a story problem is reasonable?
Support Materials:
Student Reference Book
Math Master 41-42
calculator
Math Journal
Name that Number game
Assessment:
Formative: Masters 41-42
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 98)
2. Math Message and Follow-up (TG 98-99)
3. Read and discuss Student Reference Book pp. 242-243 together. Emphasize the need to understand what the question is asking you to find out. Teach term "open number sentence," but just use ? in place of unknown variable for now.
4. Do Masters 41-42 in small groups. (See TG 100)-may check with calculator
5. Share answers.
Questions for teacher: How do you know that your answer is reasonable? Does anyone have another way to solve this problem?
6. Play Name That Number.
7. Math Journal 39 (math boxes)
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson 2.4 (Day 23): Addition and Subtraction Number Stories
cont.
District Benchmark(s): IA Core A E3 Understand and apply idea of a variable as unknown. Benchmark A3.1 Use inverse operation to find missing variable.
Enduring Understanding: There are different strategies for solving number stories.
Essential Question(s): How can open number sentences help you solve number stories?
Support Materials:
Math Journal pp. 37-38
Masters 43-45 (teacher choice)
Assessment:
Formative: Math Journal 37-38
Student Self-Assessment:
Summative: Masters 43-45 (teacher choice)
Activities (Pedagogy):
1. Warm-up: Write down value of n.
8 + n = 10 17 - 5 = n 9 + n = 35 n-20 = 40 25-n= 10 16+n=32
2. Discuss above and introduce term "missing variable." Review term "open number sentence." What is the connection between the two terms?
3. Work with a partner to find the following missing variables. Whole class discussion.
356 - a = 200 n - 495 = 225
4. Math Journal p. 37 with partner. Whole class discussion.
5. Math Journal p. 38 alone. Check with partner. Whole class discussion.
6. Pick from Masters pp. 43-45 to assign for individual work.
7. Subtraction Top It
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson # 2.5 (Day 24 ): Estimate Your Reaction Time
District Benchmark(s): IA Core DA E2 Describe the distribution of data using mean, median, mode, or range. Benchmark DA 2.1 Find the mean, median, mode, and range of a data set.
Enduring Understanding: The mean, or average, of data is used in daily life.
Essential Question(s): What is meant by the mean, or average, of a set of data?
Support Materials:
Student Reference Book
Student Math Journal
Grab-It Gauge on Activity Sheet 2
scissors
calculators
Math Master 46 (optional homework)
Assessment:
Formative: Math Journals ppl 41-42
Student Self-Assessment:
Summative:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 104)
2. Math Message and Follow-up
3. Review how to find the mean (average) of data. Student Reference Book p. 121
Review terms maximum, minimum, range, mode, median. Use reference book as needed.
4. Whole class activity on TG 104-105
5. Partner activity on Math Journal p.p. 41-42 (Demonstrate activity with student first.)
6. Record results on Line Plots as each pair finishes. ( TG 106)
7. Discuss results.
8. High Number Toss: Decimal Version
9. Math Journal p. 42 (boxes)
10. Optional homework: Math Master p. 46
Time to Complete:
one day
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson # 2.6 (Day 24 ): Chance Events
District Benchmark(s): IA Core DA E5 Describe events as likely or unlikely and discuss the degree of likelihood using words like certain, equally likely, and unlikely. Benchmark DA 5.1 Articulate probability as the likelihood of events.
Enduring Understanding: Probability is used in daily life to predict the likelihood of things happening.
Essential Question(s): Why do we use probability to predict events?
Lesson # (Days ): Lesson 2.2 (Day 18) Addition of Whole Numbers & Decimals
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials: Student Reference Book
Student Math Journal pp. 32-33
Poster showing expanded notation of a whole number and decimal
Addition Top-It Game
Assessment:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 86)
2. Math Message and Follow-up TG 86-87)
3. Teach partial sums method for addition
4. Math Journal p. 32 alone. Partners check and discuss.
5.Whole class sharing of p. 32
6. Review algorithm for adding on student reference book p. 88
7. Student math journal p. 33 alone. Partner check and discuss.
8. Whole class sharing of p. 33
9. Play Addition Top-It (Student Reference Book p. 333): Advanced Version for most
Time to Complete:
one class period
Peer Check:
[_N] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson : 2.2 (Day 19) Addition of Whole Numbers and Decimals cont.
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials: Student Reference Book
Student Math Journal p. 34
Poster showing expanded notation of a whole numbers and decimals
Place value blocks
Math Masters pp. 36-38
Assessment:
Activities (Pedagogy):
1. Building Numbers with Base Ten Blocks (whole class)
2. Modeling with Base-10 Blocks Master 37 with partner
3. Number Hunt 1-5 with partner (Master 36)
4. Number Hunt 6-9 on own. Partner check.
5. Write a story problem requiring the use of addition with partner. Class or small group sharing.
6. Master p. 38 on own.
7. Student Journal p. 34
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary materials
Lesson # 2.3 (Day 20 ):Subtraction of Whole Numbers and Decimals
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimals
Benchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials:
Student Reference Book pp. 15-17, 35, 36
Student Journal p. 35
Computation Grid (Math Master 415)
Subtraction Target Practice Game (Student Reference Book p. 331)
Calculators
Assessment:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 92)
2. Math Message and Follow-up (TG 92)
3. Review Subtraction Algorithms (Student Reference Book pp. 15-17, 35, 36)
4. Partner practice of trade-first and partial difference method of problems given by teacher. Use grid paper.
5. Student Journal p. 35 alone. Compare with partner.
6. Play Subtraction Target Practice.
Time to Complete:
one class period
Peer Check:
[_N] Problem-Based
[Y] Aligns with ICC
[Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[Y_] EM/CP as primary material
copy and paste the information below as needed for next lessons
Lesson 2.3 (Day 21 ) :Subtraction of Whole Numbers and Fractions
cont.
District Benchmark(s): IA Core NO E7 Develop understanding of and fluency with addition and subtraction of fractions and decimalsBenchmark NO 7.1 Add/Subtract decimals to thousandths and fractions with unlike denominators.
Enduring Understanding: Knowing how place value is necessary to add whole numbers and decimals.
Essential Question(s): How does place value help you in adding whole numbers and decimals?
Support Materials:
Student Reference Book pp. 32-34
Base 10 blocks
Grid Paper (Math Master 415)
Student Math Journal p. 36
Math Master 39
Assessment:
Activities (Pedagogy):
1. Introduce use of place value blocks to show decimals (See Student Reference Book p. 32).
2 Partners work together to model different decimals with place value blocks.
3. Introduce use of place value blocks to model subtraction of decimals. (See Student Reference Book p. 34)
4. Teacher will demonstrate "Think Aloud" to explain use of place value blocks to model subtraction problems.
5. Partners will take turns using "Think Aloud" to explain use of place value blocks to model subtraction problems on board.
8.41-6.21 9.85-5.31 9.03-4.12 7.19-3.26
6. Math Master 39 1-6 with partner
7. Math Master 7-10 on own (Do all four on grid paper.)
8. Math Journal p. 36
Time to Complete:
one class period
Peer Check:
[_N] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
none SavePreviewText Editor
Lesson # 2.4 (Day 22 ): Addition and Subtraction Number Stories
District Benchmark(s): IA Core NO E3 Develop the ability to estimate the results of computation with whole numbers, fractions, or decimals and be able to judge reasonableness. Benchmark No 3.4 Determine when to use calculators and other tools.
(This is a review lesson that does not specifically tie in with the above in the TG, so it will be up to the teacher to emphasize the enduring understanding.)
Enduring Understanding: Answers to number stories must be reasonable.
Essential Question(s): How do you know if your answer to a story problem is reasonable?
Support Materials:
Student Reference Book
Math Master 41-42
calculator
Math Journal
Name that Number game
Assessment:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 98)
2. Math Message and Follow-up (TG 98-99)
3. Read and discuss Student Reference Book pp. 242-243 together. Emphasize the need to understand what the question is asking you to find out. Teach term "open number sentence," but just use ? in place of unknown variable for now.
4. Do Masters 41-42 in small groups. (See TG 100)-may check with calculator
5. Share answers.
Questions for teacher: How do you know that your answer is reasonable? Does anyone have another way to solve this problem?
6. Play Name That Number.
7. Math Journal 39 (math boxes)
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
copy and paste the information below as needed for next lessons
Lesson 2.4 (Day 23): Addition and Subtraction Number Stories
cont.
District Benchmark(s): IA Core A E3 Understand and apply idea of a variable as unknown. Benchmark A3.1 Use inverse operation to find missing variable.
Enduring Understanding: There are different strategies for solving number stories.
Essential Question(s): How can open number sentences help you solve number stories?
Support Materials:
Math Journal pp. 37-38
Masters 43-45 (teacher choice)
Assessment:
Activities (Pedagogy):
1. Warm-up: Write down value of n.
8 + n = 10 17 - 5 = n 9 + n = 35 n-20 = 40 25-n= 10 16+n=32
2. Discuss above and introduce term "missing variable." Review term "open number sentence." What is the connection between the two terms?
3. Work with a partner to find the following missing variables. Whole class discussion.
356 - a = 200 n - 495 = 225
4. Math Journal p. 37 with partner. Whole class discussion.
5. Math Journal p. 38 alone. Check with partner. Whole class discussion.
6. Pick from Masters pp. 43-45 to assign for individual work.
7. Subtraction Top It
Time to Complete:
one class period
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson # 2.5 (Day 24 ): Estimate Your Reaction Time
District Benchmark(s): IA Core DA E2 Describe the distribution of data using mean, median, mode, or range. Benchmark DA 2.1 Find the mean, median, mode, and range of a data set.
Enduring Understanding: The mean, or average, of data is used in daily life.
Essential Question(s): What is meant by the mean, or average, of a set of data?
Support Materials:
Student Reference Book
Student Math Journal
Grab-It Gauge on Activity Sheet 2
scissors
calculators
Math Master 46 (optional homework)
Assessment:
Activities (Pedagogy):
1. Mental Math and Reflexes (TG 104)
2. Math Message and Follow-up
3. Review how to find the mean (average) of data. Student Reference Book p. 121
Review terms maximum, minimum, range, mode, median. Use reference book as needed.
4. Whole class activity on TG 104-105
5. Partner activity on Math Journal p.p. 41-42 (Demonstrate activity with student first.)
6. Record results on Line Plots as each pair finishes. ( TG 106)
7. Discuss results.
8. High Number Toss: Decimal Version
9. Math Journal p. 42 (boxes)
10. Optional homework: Math Master p. 46
Time to Complete:
one day
Peer Check:
[_Y] Problem-Based (Y or N)
[Y] Aligns with ICC
[_Y] Aligns with Dist. Benchmarks
[_Y] Student-to-Student Engagement
[_Y] EM/CP as primary materials
Lesson # 2.6 (Day 24 ): Chance Events
District Benchmark(s): IA Core DA E5 Describe events as likely or unlikely and discuss the degree of likelihood using words like certain, equally likely, and unlikely. Benchmark DA 5.1 Articulate probability as the likelihood of events.
Enduring Understanding: Probability is used in daily life to predict the likelihood of things happening.
Essential Question(s): Why do we use probability to predict events?
Support Materials:
Assessment:
Activities (Pedagogy):
Time to Complete:
Peer Check:
none SavePreviewText Editor[[#Lesson :-----[_] Problem-Based]][[#Lesson :-----[_] Problem-Based]][_] Problem-Based
[[#Lesson :-----[_] Aligns with ICC]][[#Lesson :-----[_] Aligns with ICC]][_] Aligns with ICC
[[#Lesson :-----[_] Aligns with Dist. Benchmarks]][[#Lesson :-----[_] Aligns with Dist. Benchmarks]][_] Aligns with Dist. Benchmarks
[[#Lesson :-----[_] Student-to-Student Engagement]][[#Lesson :-----[_] Student-to-Student Engagement]][_] Student-to-Student Engagement
[[#Lesson :-----[_] EM/CP as primary materials]][[#Lesson :-----[_] EM/CP as primary materials]] [_] EM/CP as primary materials
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